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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Language Development01:22

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Brain lateralization refers to the division of mental processes and functions between the two hemispheres of the brain, a phenomenon that optimizes neural efficiency and underpins complex abilities in humans. This specialization allows each hemisphere to perform tasks where it has a comparative advantage, facilitating more refined cognitive capabilities across different domains.
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The serial position effect is a cognitive phenomenon where individuals are more likely to recall the first and last items in a list compared to those in the middle. This effect is divided into the primacy effect and the recency effect. The primacy effect is observed when the initial items in a list are remembered better. This occurs because these items are rehearsed more frequently or receive more elaborative processing, allowing them to be encoded into long-term memory more effectively. For...
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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
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Which Factors Modulate Letter Position Coding in Pre-literate Children?

María Fernández-López1, Pablo Gómez2, Manuel Perea1,3

  • 1Department of Methodology of Behavioral Sciences and ERI-Lectura, Universitat de València, València, Spain.

Frontiers in Psychology
|August 23, 2021
PubMed
Summary

The transposed-letter effect in pre-literate children is linked to basic cognitive skills like memory and perception, not other early reading abilities. This finding may help identify children at risk for reading difficulties.

Keywords:
cognitive processinglearning to readorthographic processingpre-literatetransposed-letter effect

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Orthographic processing, involving letter identity and order, is crucial for reading acquisition.
  • Transposed-letter effects, where letter order errors occur (e.g., JUDGE vs. jupte), are observed even in pre-literate children.
  • Understanding the precursors to this effect is vital for early identification of reading challenges.

Purpose of the Study:

  • To investigate the relationship between the transposed-letter effect in pre-literate children and their foundational cognitive and linguistic skills.
  • To determine if this effect predicts later reading acquisition difficulties.

Main Methods:

  • Utilized a same-different task to measure the transposed-letter effect in 4-year-old pre-literate children.
  • Administered a standardized battery assessing phonological, alphabetic, metalinguistic awareness, linguistic skills, and basic cognitive processes (memory, perception).

Main Results:

  • A significant association was found between the magnitude of the transposed-letter effect and performance on basic cognitive processes (memory and perception).
  • No significant association was observed between the transposed-letter effect and phonological, alphabetic, or metalinguistic awareness, or general linguistic skills.
  • The transposed-letter effect emerged as a potential early marker for reading difficulties.

Conclusions:

  • Basic cognitive processes, rather than specific pre-literacy skills, are strongly related to the transposed-letter effect in pre-literate children.
  • This effect could serve as a valuable tool for anticipating reading difficulties and informing early intervention strategies.
  • Further research can refine the use of this marker to support reading development in at-risk children.